WTS 1 & 10 Page 1

Math Curriculum Design for the Intermediate Classroom

Erika Galewski
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard 1&10
James Sauter, Advisor
August 3, 2015

WTS 1 & 10 Page 2

Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 1: Teachers know the subjects they are
teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines
she or he teaches and can create learning experiences that make these aspects of subject matter
meaningful for pupils.
Knowledge. The teacher understands major concepts, assumptions, debates, processes of
inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
Dispositions. (a) The teacher realizes that subject matter knowledge is not a fixed body
of facts but is complex and ever-evolving. S/he seeks to keep abreast of new ideas and
understandings in the field. (b) The teacher is committed to continuous learning and
engages in professional discourse about subject matter knowledge and children's learning
of the discipline.
Performances. (a) The teacher can evaluate teaching resources and curriculum materials
for their comprehensiveness, accuracy, and usefulness in representing particular ideas and
concepts. (b) The teacher develops and uses curricula that encourage students to see,
question, and interpret ideas from diverse perspectives.

WTS 1 & 10 Page 3

Wisconsin Teacher Standard (WTS) 10: Teachers are connected with other teachers
and the community.
The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support pupil learning and well-being and acts with integrity, fairness and in an
ethical manner.
Knowledge. The teacher understands schools as organizations within the larger
community context and understands the operations of the relevant aspects of the
system(s) within which s/he works.
Dispositions. The teacher is willing to work with other professionals to improve the
overall learning environment for students.
Performances. (a)The teacher participates in collegial activities designed to make the
entire school a productive learning environment. (b) The teacher can identify and use
community resources to foster student learning.

WTS 1 & 10 Page 4

National Board for Professional Teaching Standards

Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects
to Students.
NBCTs have mastery over the subject(s) they teach. They have a deep understanding of
the history, structure and real-world applications of the subject.
They have skill and experience in teaching it, and they are very familiar with the skills
gaps and preconceptions students may bring to the subject.
They are able to use diverse instructional strategies to teach for understanding.

Proposition 5: Teachers are Members of Learning Communities.

NBCTs collaborate with others to improve student learning.

They are leaders and actively know how to seek and build partnerships with
community groups and businesses.

They work with other professionals on instructional policy, curriculum development

and staff development.

They can evaluate school progress and the allocation of resources in order to meet
state and local education objectives.

They know how to work collaboratively with parents to engage them productively in
the work of the school.

WTS 1 & 10 Page 5

Danielson Domains
Domain 1: Planning and Preparation
Component 1a: Demonstrating Knowledge of Content and Pedagogy
Component 1b: Demonstrating Knowledge of Students
Component 1c: Selecting Instructional Goals
Component 1d: Demonstrating Knowledge of Resources
Component 1e: Designing Coherent Instruction
Component 1f: Assessing Student Learning

Domain 3: Instruction
Component 3a: Communicating Clearly and Accurately
Component 3b: Using Questioning and Discussion Techniques
Component 3c: Engaging Students in Learning

Domain 4: Professional Responsibilities

Component 4d: Contributing to the School and District
Component 4e: Growing and Developing Professionally
Component 4f: Showing Professionalism

WTS 1 & 10 Page 6

Pre-assessments
Self-assessment of Instruction Related to WTS and Targeted Student Learning Objectives
For Wisconsin Teacher Standard (WTS) 1 and 10, I want to focus on how I can work
with colleagues to develop a math curriculum for third grade students that would provide a
detailed course plan with a wide variety of learning activities, assessments and resources that
would reach a wide variety of learners. For the 2014-15 school year I taught a class of 22 third
graders ranging in math skills from a first grade level to a fifth grade level. For the 2015-16
school year I will teach a group of 24 third graders that display a similar range of mathematical
skill based on end of the year assessments. According to end of the year summative assessments
and Iowa Test of Basic Skills (ITBS) data provided to me by their second grade teacher, this new
group of third graders tested anywhere from a second grade level to a fifth grade level in terms of
mathematical skills, knowledge of concepts and problem solving/computation. (Artifact C) As
part of the Regis Catholic School System, I currently serve on a math curriculum planning
committee for our school and for the Diocese of LaCrosse through the ACE Collaborative. I have
served on this committee since June of 2014. Previously, I served on the Regis math curriculum
committee where I collaborated with colleagues to outline math objectives and develop
assessments for each grade level Kindergarten through twelfth grade. I plan to continue to work
within these learning communities organized by the diocese to evaluate teaching resources and
curriculum materials to develop a third grade curriculum that my grade level colleagues can use
to create a productive learning environment for all students in regards to mathematics.
I chose five WTS 1 descriptors to guide my learning process. For the knowledge
descriptor I chose to focus on the teachers ability to understand major concepts, processes of
inquiry, and ways of knowing to guide me as I research different elements of a solid math

WTS 1 & 10 Page 7

curriculum and plan the design for our own math curriculum for the diocese. The math
curriculum I help design will require a diverse set of resources, assessments and learning
activities that will provide all learning styles with the opportunity to develop essential skills in
math.
Two disposition descriptor goals will guide my research in developing an intermediate
math curriculum. I focused on the dispositions of keeping abreast of new ideas and
understandings in the field and committing to continuous learning and engaging in
professional discourse about subject matter knowledge. These two descriptors will guide me as
work with the diocesan curriculum committee that is designing a math curriculum for all schools
within the diocese. It will be essential to research: math state standards, learning activities,
assessments and current best practices in order to design an effective math curriculum that will
assist teachers in forming instruction and meeting the needs of their respective students.
My goal at the end of this process will be to demonstrate the performance descriptors I
chose by evaluating teaching resources and curriculum materials for their comprehensiveness,
accuracy, and usefulness and developing and using curricula that encourage students to see,
question, and interpret ideas from diverse perspectives. I plan to demonstrate this by the
completed design of a complete third grade math curriculum that to be utilized by our diocesan
teachers.
I chose four WTS 10 descriptors to guide my learning process. For the knowledge
descriptor, I chose to focus on the teachers ability to understand schools as organizations
within the larger community context and understands the operations of the relevant aspects of the
system(s) within which s/he works. I chose this descriptor because I have been working within
the Regis school system and the Diocese of LaCrosse over the course of the past three years in

WTS 1 & 10 Page 8

the beginning stages of developing a math curriculum for all schools to use. I will continue to
serve on this committee as we near the final stages of curriculum development with the addition
of assessments, lesson plans and resource lists.
The disposition descriptor goal that will guide my research in developing an intermediate
math curriculum focuses on my ability to work with other professionals to improve the overall
learning environment for students. I have worked with colleagues during the past three years at
the school level and at the diocese level in creating a math curriculum for intermediate math
teachers to implement at their respective schools within the diocese. I will continue to work on
these committees in the final stages of curriculum design. I plan to gather feedback from other
teachers throughout the diocese through the ACE Collaborative website in order to gain a deeper
perspective on what teachers think about the design of the curriculum and its supplemental
resources. This perspective will assist our committee in designing a curriculum that is
purposeful, effective and best serves the needs of their students as they develop their math skills.
My goal at the end of this process will be to demonstrate the performance descriptors I
chose by participating in collegial activities designed to make the entire school a productive
learning environment and by identifying and using community resources to foster student
learning. I plan to continue my involvement in the ACE Collaborative for curriculum design,
which will demonstrate my commitment to making my school system a productive learning
environment. Through this involvement, I will be looking into further opportunities to connect
with community resources that can be included within our curriculum that would enhance
student learning in math. Connections with CESA 10, the University of Wisconsin-Eau Claire,
and public school teachers within the community may provide additional learning resources that
would strengthen our curriculum.

WTS 1 & 10 Page 9

Assessment of Student Performance Related to Targeted Student Learning Objective(s)

Within Regis Catholic Schools, there are three elementary schools and a middle/high
school. I teach third grade at St. Marys Elementary School in Altoona, WI. For the 2014-15
school year, my third grade class consisted of 22 students. For the 2015-16 school year, my class
is expected to contain 24 students. For students in grades 1-5, three hundred minutes of weekly
math instruction is required by the Diocese. When the Diocese of LaCrosse began the process of
evaluating core curriculum in their Catholic schools using the ACE Collaborative method in
2013, teachers were selected to serve on curriculum planning committees in the core curricular
subjects of social studies, math, science and reading/language arts. In the summer of 2014, I was
selected to serve on the math curriculum committee. According to the Ace Collaborative
website, their approach to curriculum design highlights A sustained professional development
approach that seeks to strengthen curriculum, instruction & assessment by: promoting
collaboration among teachers (professional learning communities), providing a common
language & structure, and fostering a culture of continuous improvement. (2015).
The ITBS is the standardized test that all students entering grades 2 and 4 are required to
take in the Regis elementary schools. Over the course of the last four years, the Regis
administration team has been monitoring the composite test scores of second and fourth grades in
the elementary schools and sixth and eighth grades in the middle school. Across all grade levels
total composite scores have been lower than in previous years. (Artifact A)
Administration and teachers closely analyzed each portion of the test to determine what
content areas and skills need to be addressed within the classroom. Math was determined to be
an area where the most support was needed based on falling test scores in math computation and
concepts. (Artifact B) Math scores, although above grade level and national norms, had been

WTS 1 & 10 Page 10

declining within the Regis system. The administration looked to teachers to start analyzing their
grade level math concepts, skills and content to determine where instruction could be
strengthened. From this analysis, the Diocese and school administration began selecting teachers
to work on the ACE Collaborative to design a math curriculum that would strengthen the math
skills of all students in our schools and improve test scores.

Assessment of Learning Environment While Learning Targeted Obejctive(s)

While serving on the ACE Collaborative curriculum committee I had the opportunity to
collaborate with intermediate grade level teachers from around the Diocese as well as grade level
teachers within the Regis system. After discussing the math curricula and math series we were
using at our respective schools I realized that all schools were teaching to varying degrees with
different math textbook series as curriculum support materials. There was a wide range of math
concepts covered and depth of study across each grade level and a lack of continuity among
schools. As we discussed our own units of study in each grade, I found that teachers were often
times following a textbook outline rather than a specific curriculum with specific objectives set
forth by the school or Diocese. There were discussions as to what each grade level should focus
on in terms of particular math skills, content covered and depth of study.
I plan to continue to develop a third grade curriculum collaboratively with the ACE
Collaborative team of intermediate teachers from the Diocese. By attending the ACE
Collaborative conferences in June 2014 and 2015, I networked and collaborated with
intermediate teachers in the beginning stages of math curriculum design. After the conference, I
utilized the ACE Collaborative forum and Google Docs to share feedback and math lessons with
my colleagues in the collaborative and within the Regis system. In the Fall of 2014, I began to
utilize the initial curriculum that had been developed within my third grade classroom.

WTS 1 & 10 Page 11

For the 2015-16 school year, I plan to implement the math curriculum that has been
designed through the ACE Collaborative along with AIMSweb math assessments within my
third grade classroom. My classroom is expected to contain 24 third graders, ranging in skills
from a second grade level to a fifth grade level. (Artifact C) 300 weekly minutes of math
instruction is required by the Regis Catholic School System. I seek to create a learning
environment within my classroom that fosters math differentiation through guided math group
lessons (Artifact D), weekly math centers, exposures to concepts and procedures using anchor
charts (Artifact E), and on-going assessments utilizing AIMSweb for benchmark and progress
monitoring.

Analysis Conclusion and Essential Question to Guide Research

The self-assessment, assessment of student performance, and learning environment
assessment show that a cohesive math curriculum is required in order to provide students with
learning opportunities in math that strengthen concept knowledge, build on procedural
knowledge, enhance problem solving skills and methods of computation. My essential question
to guide research, draws its wording from WTS 1 and 10: What curriculum design methods,
instructional strategies and forms of assessments could be incorporated into a third grade and
intermediate math curriculum in order for the collaborative curriculum committee to create
learning experiences that make subject matter meaningful for pupils as well as foster
relationships with school colleagues, parents, and agencies in the larger community to support
pupil learning?
Research Summary
The standards based curriculum movement has been in the forefront of educational
reform since before the Common Core State Standards were adopted across the majority of states

WTS 1 & 10 Page 12

when the initiative began in 2009. Developing a math curriculum that addresses the needs of a
diverse group of learners is a complicated and detailed task with several components. In order to
develop an effective math curriculum the National Council of Teachers of Mathematics (NCTM)
asserts:
An excellent mathematics program includes a curriculum that develops important
mathematics along coherent learning progressions and develops connections among
areas of mathematical study and between mathematics and the real world. A robust
curriculum is more than a collection of activities; instead, it is a coherent sequencing of
core mathematical ideas that are well articulated across the grades. Such an effective
curriculum incorporates problems in contexts from everyday life and other subjects
whenever possible. These tasks engage students and generate interest and curiosity in
the topics under investigation. (2015)

The NCTM is an organization that promotes high quality instruction and standards within
the math curriculum across all grade levels. Their goal is to provide teachers with access to
information regarding best practices in the math classroom and outline educational standards that
should guide instruction that would meet the diverse needs of students. As stated on NCTM
website,
Imagine a classroom where the curriculum is mathematically rich, offering
students opportunities to learn important mathematical concepts and procedures with
understanding. Technology is an essential component of the environment. Students
confidently engage in complex mathematical tasks chosen carefully by teachers. They
draw on knowledge from a wide variety of mathematical topics, sometimes approaching
the same problem from different mathematical perspectives or representing the

WTS 1 & 10 Page 13

mathematics in different ways until they find methods that enable them to make progress.
Teachers help students make, refine, and explore conjectures on the basis of evidence
and use a variety of reasoning and proof techniques to confirm or disprove those
conjectures. Students are flexible and resourceful problem solvers. Alone or in groups
and with access to technology, they work productively and reflectively, with the skilled
guidance of their teachers. They value mathematics and engage actively in learning it.
(2015)
Ideally, the above classroom scenario highlighted by the NCTM would become a reality for the
school systems throughout our country, especially in the elementary grades where early learning
of key mathematical concepts, procedures and attitudes is essential for real world applications as
an adult. Elementary students math proficiency and development of basic mathematical skills
are strongly dependent upon early learning opportunities working with numbers, computation
and problem solving. According to Doabler, Students who struggle to develop mathematical
proficiency in the early grades are far more likely than other students to experience persistent
difficulties in later mathematics (2015). The responsibility falls on the shoulders of primary
and intermediate teachers to use a well organized curriculum with varied instructional strategies,
engaging and differentiated lessons, and multiple forms of assessments in order to provide
meaningful learning opportunities for all students to work with mathematical concepts and
procedures in a variety of ways to demonstrate their progress over time. As Wu states, The
main goal of the elementary mathematics curriculum is to provide children with a good
foundation for mathematics (2009, p. 6). Within this research summary, three essential
elements of effective curriculum design will be highlighted: principles of instruction,
differentiation, and assessment.

WTS 1 & 10 Page 14

It is evident that the decisions of teachers and administrators play a vital role in the
education of students across content and grade level. Their understanding of best practices, child
development and current educational resources and technology lay the foundation for what is
taught within the classroom and how students experience, comprehend and apply their
understanding within the context of mathematics. The NCTM asserts, The educational
decisions made by teachers, school administrators, and other professionals have important
consequences for students and for society (2015). The NCTM also outlines six guiding
principles for school leaders to examine when designing a mathematics curriculum. These six
principles are:
1. Teaching and Learning
2.

Access and Equity

3. Curriculum
4. Tools and Technology
5. Assessment
6. Professionalism (NCTM, 2015)
Principles of instruction should be the first elements teachers should review when
designing a math curriculum. There are eight research-based principles of instruction that assist
teachers in assessing and preparing rich learning opportunities for students across the math
curriculum. These principles include: pre-teaching of prerequisite skills, teaching of math
vocabulary, explicit instruction, selection of instructional examples, math models to build
conceptual understanding, multiple and varied practice and review opportunities, teacherprovided academic feedback, and formative feedback loops (Doabler, 2012). The NCTM also
outlines eight teaching practices:

WTS 1 & 10 Page 15

1. Establish mathematics goals to focus learning.

2. Implement tasks that promote reasoning and problem solving.
3. Use and connect mathematical representations.
4. Facilitate meaningful mathematical discourse.
5. Pose purposeful questions.
6. Build procedural fluency from conceptual understanding.
7. Support productive struggle in learning mathematics.
8. Elicit and use evidence of student thinking. (2015)
Instruction in the core area of math should focus on both conceptual and procedural knowledge.
Doabler defines conceptual knowledge as understanding the relationship between
representations of math concepts and abstract symbols, and procedural knowledge as the
ability to perform math procedures fluently and effortlessly (2015). Teachers must incorporate
these two foundations of mathematical knowledge into each unit of study within the math
curriculum for their respective grade level. When units of study are organized in a systematic
and logical progression, key concepts should be identified within each unit and taught more
thoroughly with opportunities for repeated student practice, teacher feedback, and assessment.
By providing more content rich lessons and activities with an in-depth focus on differentiation,
teachers can assist students in forming a solid understanding of mathematical concepts and
procedures across grade levels that is fundamental for future learning. Teachers must also
consider that planned instruction must connect previously learned material with new or more
advanced concepts. Using teacher scaffolding to review and build upon previously learned
mathematics before introducing more advanced or new concepts, students will be more likely to
understand and apply their conceptual and procedural knowledge as they continue to develop.

WTS 1 & 10 Page 16

Lessons should progress sequentially and reflect the hierarchy of mathematics by forming a
coherent connection between foundational concepts and skills both within and across grade
levels (Schmidt, Houang, & Cogan, 2002). The NCTM outlined five grade level specific
content standards and five process standards. The content standards include: number and
operations, algebra, geometry, measurement and data analysis and probability. The five process
standards encompass: problem solving, reasoning and proof, communication, connections and
representation (2015). These standards set forth by the NCTM should be considered when
developing course outcomes, unit concepts, learning objectives, instructional strategies, lesson
plans, student centered activities and types of assessment.
Another key element of core math curriculum design is differentiation across units of
mathematical study. The NCTM recommends instruction that uses a variety of strategies and
classroom interactions (2015). As Trinter stated, students enter the mathematics classroom with
a range of differences including students mathematical readiness, mathematical conceptions,
interests, and learning profiles. Addressing the learning needs of students is not a trivial task, but
accounting for these needs is essential for supporting students as they continually work toward
their potential. The philosophy of differentiated instruction provides a framework for addressing
the diversity of students needs (2015). There are five classroom elements according to
Tomlinson and Moon that comprise a differentiated approach to instruction and learning. These
elements include: high-quality curriculum with clear learning goals, ongoing assessment,
respectful tasks, flexible grouping, and learning environment focused on students readiness,
interests, and learning profiles (2013a, 2013b). There are also three methods for teachers to
consider when developing implementation opportunities for differentiation within the math
curriculum. Teachers may differentiate: the content, the process, or the product (Trinter, 2015).

WTS 1 & 10 Page 17

The final element teachers need to address when developing a math curriculum is
assessment. It is essential that teachers continually assess students progress across each unit of
mathematical study in order to determine if students need additional exposure, monitoring or
practice involving a certain set of grade level mathematical skills. One way for teachers to
monitor student progress is through on-going formative assessments. Formative assessments
support students in developing the reasoning and sense-making skills that they need to
reach specific learning targets and move toward mastery of the mathematical practices.
It serves to inform both the teacher and the learner, enabling the teacher to change what
he or she is doing and the student to understand where he or she is in relation to the
learning goal. The feedback should tell students what they are doing well, where they
need to improve, and what to do next. It should also assist the teacher in making sound
instructional decisions. (NCTM, 2015)
Through the use of formative assessments, teachers can determine whether or not mathematical
content and procedures need to be revisited with additional activities and lessons, or if students
are ready to move on to more advanced or new concepts. Teachers should balance the use
formal assessment tools like summative standardized tests, unit tests and diagnostic assessments
with informal assessment tools like exit slips, anecdotal records, discussions, journal entries and
performance based activities. By utilizing these various evaluation and assessment forms,
teachers can effectively monitor student progress, gather data, provide feedback to students, and
reflect upon their own instructional strategies and what modifications can be made in order for
all students to strengthen and further develop their math skills.
In conclusion, research shows that an effective math curriculum design includes: varied
instructional strategies, engaging and differentiated lessons, and multiple forms of on-going

WTS 1 & 10 Page 18

assessments. These curricular elements, if designed with scaffolding, differentiation and

engaging methods, can provide meaningful learning opportunities for all students to work with
mathematical concepts and procedures in a variety of ways to demonstrate their progress over
time.
Research Implications
My question to guide research was, What curriculum design methods, instructional strategies
and forms of assessments could be incorporated into a third grade and intermediate math
curriculum in order for the collaborative curriculum committee to create learning experiences
that make subject matter meaningful for pupils as well as foster relationships with school
colleagues, parents, and agencies in the larger community to support pupil learning? The
implications from research highlight the importance of designing a math curriculum that focuses
on differentiated learning activities that support, engage and challenge students. By designing a
curriculum that incorporates these elements, students will achieve greater levels of understanding
in their conceptual and procedural math knowledge. With enhanced understanding of math
concepts and procedures, students will be able to demonstrate their skill in a variety of different
forms. Continuous assessment of student growth in mathematical knowledge and skill will better
equip teachers in determining students who need interventions and those who need enrichment,
thus providing additional opportunities for differentiation where the needs of all students can be
met.

WTS 1 & 10 Page 19

Research-based Action Plan

Action Plan Summary
1. Outline course outcomes, unit concepts, and unit objectives for the 3rd-5th grade math
curriculum as part of the ACE Collaborative, using Common Core State Standards and the
NCTM principles as reference tools.
2. Develop 5-8 lesson plans for each unit concept for 3rd grade using the eight principles
of instruction.
3. Create a list of activities or resources to be used to differentiate lessons, including
technology resources.
4. Develop 1-2 performance based assessments and rubrics for each unit concept.

Targeted Student Learning Objective

The Iowa Test of Basic Skills (ITBS) assesses math concepts, math problems and math
computation. In the past three years, students at the Regis elementary schools have scored lower
in total composite scores and math composite scores than in previous years. (Artifacts A & B)
The targeted learning objective would be for fourth grade students to achieve higher composite
math scores on the ITBS for the 2015-16 school year, as the Diocesan math curriculum was
implemented in its initial state in Fall 2014, and will be fully implemented in select classrooms
across the Diocese beginning Fall of 2015. I would anticipate in subsequent years when the
Diocese math curriculum is implemented in all schools that the standardized test scores would
improve across all grade levels.

WTS 1 & 10 Page 20

Task(s) and Essential Proficiency Criteria for Targeted Learning Objective

1. Task: Improve ITBS standardized test results in grade 4
2. Essential Proficiency Criteria:
a. Students in fourth grade would achieve higher test results on the ITBS in math
concepts, math problems and math computation - which would lead to higher
math composite scores.
b. Composite math ITBS scores would rise from 4.6.

Method(s) to Assess Proficiency and Mastery of Targeted Learning Objective

1. ITBS fourth grade math composite scores from 2012 - 2015 across Regis elementary
schools.
2. ITBS fourth grade math concepts, problems and computation individual test scores
from 2012-2015 across Regis elementary schools.
3. Compare individual elementary school ITBS scores with cross referencing teachers
implementing the Diocese math curriculum materials versus those teachers not
implementing the Diocese math curriculum.
4. Analyze AIMSweb math benchmark and progress monitoring assessment data for 3rd
grade students to guide instruction in order to prepare students for the ITBS the following
school year in fourth grade.

WTS 1 & 10 Page 21

Post-assessments
Self-assessment of Instruction Related to WTS and Targeted Student Learning Objectives
For WTS 1 and 10, I wanted to focus on how I could work with colleagues to develop a
math curriculum for third grade students that would provide a detailed course plan with a wide
variety of learning activities, assessments and resources that would reach a wide variety of
learners. The targeted learning objective I identified was for fourth grade students within the
Regis Catholic School System to achieve higher composite math scores on the ITBS for the
2015-16 school year after the curriculum had been implemented.
I began my inquiry into effective math curriculum design as a first grade teacher when
asked to serve as a member of the Regis math curriculum committee in 2012. I was in charge of
designing and aligning summative assessments with unit learning objectives for the first grade
curriculum. For the 2012-13 and 2013-14 school years, I based first grade instruction on
targeted learning objectives outlined by a previous Regis instructional team. I followed through
with administering summative assessments after each unit of study and gathering data across the
two years of instruction.
At the end of the 2013-14 school year, the Diocese of LaCrosse instituted the use of the
ACE Collaborative as a means of designing and aligning Catholic school curricula in a manner
that promoted professionalism and commitment to best practices within our schools. As a result
of my involvement within the ACE Collaborative I collaborated with professional learning
communities (PLCs) within the Diocese and the Regis system to begin development of a math
curriculum that would incorporate broader depth in content, methods to differentiate instruction,
multiple forms of on-going assessments and technological resource lists to assist teachers in
math instruction which would in turn lead to enhanced student knowledge and performance.

WTS 1 & 10 Page 22

My involvement in math curriculum design and supporting research provided me with a

powerful insight into education. In the past, I failed to utilize school system PLCs effectively. I
relied on online-based PLCs to interact with other educators within my field for instructional
strategies and resources. By engaging in the ACE Collaborative and sharing our developments
with communities at Regis, I now fully understand that professional learning communities are
valuable resources within school systems that provide colleagues with face to face opportunities
to: share instructional and professional resources, understand alternative viewpoints, reflect upon
their own teaching and provide support to one another. I realize that PLCs are essential to
providing teachers with the resources and support they need in order to become effective
teachers.
Another insight I gained as part of this curriculum design and research was that I feel
more confident as an educator. Through this process of curriculum design I developed
meaningful connections to fellow educators and a broader knowledge of what students would be
expected to know at each grade level in terms of mathematics. I plan to maintain the connections
I developed with colleagues during this process and can envision collaborating with them in the
future. Sharing student data and new resources, providing feedback to questions, and reflecting
together as to what teaching methods are showing positive gains in regard to student progress,
would be a few ways I can envision maintaining these relationships and utilizing them to
improve my teaching. Another result of this project is my deeper understanding of the math
content across grade levels. As a contributing member of the Diocese of LaCrosse ACE
Collaborative math curriculum committee, I have access to the curricula being designed by all
grade levels, kindergarten through twelfth. With access to these grade level unit concepts and
learning objectives, I can now better understand what key skills and understandings my third

WTS 1 & 10 Page 23

grade students should have when beginning third grade and what key skills and understandings
they should have developed in preparation for fourth grade. I can utilize this understanding to
develop lessons and learning opportunities that better meet the needs of all students. With the
understanding of what should be taught in the primary grades I can better prepare lessons that
extend previously learned skills and layer the introduction and refinement of new skills within
my third grade class. Once the curriculum has been fully integrated by all teachers I can
envision PLCs being formed to review student assessment data and to discuss what
modifications need to be made in each grade level. As a veteran teacher within the Regis
Catholic School System, I can use this understanding to mentor initial educators with lesson
planning and instruction in math.

Assessment of Student Performance Related to Standardized Expectations

I began using the revised Diocesan math curriculum in its initial state during the 2014-15
school year with my class of 22 third graders. I will continue to use the more developed version
of the math curriculum during the 2015-16 school year with my class of 24 third graders. Based
on the envisioning delivery of the ACE Collaborative math curriculum, I anticipate overall
improvement in ITBS scores in fourth grade. I envision that my previous class of third graders,
who will be tested as fourth graders during the 2015-16 school year, will show improved math
composite scores on the ITBS.
Comparison of Learning Environment While Learning Targeted Objective
After serving on the ACE Collaborative curriculum committee with teachers from around
the Diocese we determined that there was a lack of continuity in regards to a math curriculum
among schools and grade levels. At the end of our conference in June of 2015, teachers were
equipped with specific grade level units, learning objectives (Artifact F) and sample lesson plans

WTS 1 & 10 Page 24

and assessments to implement within their classrooms during the 2015-16 school year. As
teachers implement the new curricula, data should be gathered after each lesson and assessment
in order to reflect upon the effectiveness of instructional strategies and ascertain whether the
materials we developed enhance student growth in math understanding and application.
Following the ACE conference, I continued to utilize the ACE Collaborative online forum and
Google Docs to share feedback and math lessons with my colleagues in the collaborative and
within the Regis system. I also continued to focus on the third grade curriculum by developing
additional lesson plans, differentiated activities, math centers, assessments, rubrics (Artifact G)
and a resource list of technology. (Artifact H)
The Regis system plans to implement AIMSweb math assessments across all grade levels
beginning in Fall 2015. As an educational leader within the Regis system, I was selected to
create a professional development workshop for elementary teachers regarding the math
assessments I utilize and the use of AIMSweb to gather student data and guide instruction.
For the 2015-16 school year I plan to implement the math curriculum that has been designed
through the ACE Collaborative along with AIMSweb math assessments within my third grade
classroom.

Reflection of Entire Learning Process

Throughout the course of researching effective curriculum design and working as a
member of the ACE Collaborative curriculum committee, I found myself reflecting upon my
own philosophy of education - most specifically my attitudes towards academic content and
professional rapport with colleagues. In the past, my philosophy of education included a student
centered approach to instruction with differentiation being the focus. My research and
involvement in the ACE Collaborative only solidified this belief. The information I gathered

WTS 1 & 10 Page 25

through each experience supported the need for student centered learning and for differentiation
to be an essential element in teaching all students effectively. My philosophy evolved from
merely considering professional rapport with colleagues as a means to create a productive
learning environment to seeing relationships with colleagues as a vital component to my own
development and success as a teacher. The partnerships I build with colleagues in my own
school and beyond only help me become a better educator. In conclusion, this independent study
encouraged me to expand my philosophy of education, become more knowledgeable about a
core academic subject, develop my skills in curriculum design, and build professional
relationships.

What worked or should work

1. The ACE Collaborative curriculum workshops were beneficial to me as an educator
due to the fact I could actively collaborate with teachers from around the Diocese in person and
through technology.
2. The ACE Collaborative design model closely aligns with the research I completed.
The ACE Collaborative method emphasizes differentiation, engaging teaching instruction, varied
lesson planning, scaffolding instructional concepts and procedures, continual assessment and
teacher reflection. I can envision this new curriculum engaging all types of learners and
providing resources that I can use as a teacher to plan instruction and effectively assess student
skill and growth in math.
3. Once the curriculum is finalized and approved by the Diocese, all teachers will be
expected to utilize the curricular resources within their respective classrooms. As the curriculum
is implemented by teachers the following should occur at Regis and across schools in the
Diocese:

WTS 1 & 10 Page 26

Schools within the Diocese should be more cohesive in terms of grade level
math content taught.

Teachers will be better informed as to what they are expected to teach and to
what depth to prepare students for future grades.

Student assessment scores in ITBS, AIMSweb and other forms of assessment

should improve across grade levels.

What did not work or may not work

1. As of the beginning of August 2015, the 3rd-5th grade math curriculum is not
complete. Throughout the summer I focused on further developing the third grade curriculum by
adding the following elements to four of the seven math core concept areas:

lesson objectives

guided math templates

collections of anchor charts
performance assessment prompts
sample rubrics
a math technology resource list
2. The Diocese of LaCrosse may not approve the final curriculum proposed by the
members of the math ACE Collaborative modifications and adjustments may need to be added.
3. If the final math curriculum is approved by the Diocese, grade level teachers may
choose not to follow it completely which would deter from continuity among schools and/or
grade levels. This could skew assessment results and comparisons between schools. I would
need to be an advocate for the curriculum and guide colleagues to embrace the change.
Administrators would need to set forth clear guidelines in implementing the curriculum and

WTS 1 & 10 Page 27

provide mentors, like myself, to ensure all teachers are utilizing the curriculum consistently
throughout the school year.
4. Diocesan schools would need to evaluate current educational materials like textbook
series in order to determine if those materials supplement the outlined curriculum adequately.
Diocesan schools may have to consider the purchase of new supplemental math materials,
technologies and textbook series in order to fully support the new math curriculum. This could
cost schools a significant amount of money in already tight budgets.
5. The implementation of the math curriculum may not show improved student math
assessment scores immediately. There would need to be a commitment by the Diocese and
school systems to continue its use for a set period of time in order to accurately evaluate its
effectiveness.

My next steps
1. Further develop lesson plans, unit resources, technology components and forms of
assessments (including AIMSweb) to add to the third grade math curriculum.
2. Continue to collaborate with ACE colleagues by sharing the third grade curriculum
and asking for feedback. Using Google Docs and the ACE online forum, I plan to keep
monitoring progress on the fourth and fifth grade math curricula in order to share developments
with Regis colleagues and obtain their feedback.
Through this independent study I gained valuable insights into curriculum design and
teacher collaboration. Although the third grade curriculum is not complete, I plan to add more
lessons and assessments as I teach during the school year. Throughout the 2015-16 school year,
I will meet again with my ACE Collaborative colleagues to make final changes to the curriculum
and submit to the Diocese for approval. I think the most important insight I gained through this

WTS 1 & 10 Page 28

experience was becoming more comfortable working in a professional learning community of

teachers within my own school system and the larger community. I believe that the experiences
I have gained through this research project in curriculum design will mold me into an effective
educator in terms of content, curriculum design, differentiation, assessment and professional
connections.

WTS 1 & 10 Page 29

References
Doabler, C. T., Clarke, B., Fien, H., Baker, S. K., Kosty, D. B., & Cary, M. S. (2015). The
science behind curriculum development and evaluation: taking a design science approach
in the Production of a Tier 2 Mathematics Curriculum. Learning Disability Quarterly, 38(2),
97-111.

Doabler, C. T., Fien, H., Nelson-Walker, N. J., & Baker, S. K. (2012). Evaluating three
elementary mathematics programs for presence of eight research-based instructional
design principles. Learning Disability Quarterly, 35(4), 200-211.

Ke, F., & Grabowski, B. (2007). Gameplaying for maths learning: cooperative or not? British
Journal of Educational Technology, 38, 249-259.

National Council of Teachers of Mathematics. (2015). Executive summary of principles and

standards for school mathematics. Retreived from http://www.nctm.org/uploadedFiles/
Standards_and_Positions/PSSM _ExecutiveSummary.pdf

Schmidt, W., Houang, R., & Cogan, L. (2002). A coherent curriculum: the case of mathematics.
American Educator, 26, 118.

Tomlinson, C. A., & Moon, T. R. (2013a). Assessment and student success in a differentiated
classroom. Association for Supervision and Curriculum Development.

WTS 1 & 10 Page 30

Tomlinson, C. A., & Moon, T. R. (2013b). Differentiation and classroom assessment. J. H.

McMillan SAGE handbook of research on classroom assessment, 415-430.

Trinter, C. P., Brighton, C. M., & Moon, T. R. (2015). Designing differentiated mathematics
games: "discarding" the one-size-fits-all approach to educational game play. Gifted
Child Today, 38(2), 88-94.

Wu, H. H. (2009). Whats sophisticated about elementary mathematics? American Educator,

33(3), 414.

WTS 1 & 10 Page 31

Artifact A
Regis Catholic Schools IOWA Tests of Basic Skills Composite Scores

WTS 1 & 10 Page 32

Artifact B
Math Composite Scores IOWA Tests of Basic Skills
Math Composite

2012

2013

2014

Grade 2
(2.3)

2.7

2.6

2.6

Grade 4
(4.3)

5.4

5.3

4.6

WTS 1 & 10 Page 33

Artifact C
2014-15 2nd Grade ITBS and End of Year Summative Assessment Results
Student #

ITBS Math Composite (2nd grade 3rd

month -2.3 date taken)

End of Year Summative Assessment

(100 points)

2.0

85%

1.8

72%

3.3

93%

2.4

88%

2.5

90%

2.7

92%

4.8

97%

2.1

83%

2.4

82%

10

2.6

87%

11

2.8

89%

12

2.3

84%

13

3.0

96%

14

2.8

96%

15

2.9

92%

16

3.2

97%

17

2.0

84%

18

3.7

89%

19

2.6

79%

20

2.3

80%

21

2.9

82%

22

3.5

99%

23

4.0

87%

24

2.4

73%

WTS 1 & 10 Page 34

Artifact D
Guided Math Group Lesson Template

Template accessed July 2015 from Teachers Pay Teachers website

https://www.teacherspayteachers.com/FreeDownload/Guided-Math-Lesson-Plan-Template-1063573

WTS 1 & 10 Page 35

Artifact E
3rd Grade Multiplication and Division Anchor Charts

3rd Grade Place Value & Number Sense Anchor Charts

3rd Grade Measurement & Fractions Anchor Charts

Anchor charts compiled for classroom use on August 2014 from the following website:
http://matt-allison.blogspot.com/2012/01/anchor-chartsposters.html

WTS 1 & 10 Page 36

Artifact F
ACE Collaborative Unit Concepts and Learning Objectives for Grades 3-5
3rd Grade Course Outcomes, Unit Rationales, Goals and Assessments

WTS 1 & 10 Page 37

WTS 1 & 10 Page 38

WTS 1 & 10 Page 39

WTS 1 & 10 Page 40

WTS 1 & 10 Page 41

Artifact F (Continued)
4th Grade Course Outcomes, Unit Rationales, Goals and Assessments

WTS 1 & 10 Page 42

WTS 1 & 10 Page 43

WTS 1 & 10 Page 44

Artifact F (Continued)
5th Grade Course Outcomes, Unit Rationales, Goals and Assessments

WTS 1 & 10 Page 45

WTS 1 & 10 Page 46

WTS 1 & 10 Page 47

Artifact G
3rd grade Rubric Sample

WTS 1 & 10 Page 48

Artifact H
Resource List of Elementary Math Technology

WEBSITES

IPAD APPS

CoolMath4Kids - https://www.coolmath4kids.com

Geoboard

Cool Math - https://www.coolmath.com

Math Doodles

*IXL Math - https://www.ixl.com

Math Tappers

Math Cats - https://www.mathcats.com

Motion Math

Mathisfun - https://www.mathisfun.com

Number Line

Math Playground - https://www.mathplayground.com

Number Pieces - a collection of base

10 blocks

Mathway - https://mathway.com/

Number Stax

*MobyMax - https://www.mobymax.com

Pick A Path

Padlet - https://www.padlet.com

Protractor

Quizlet - https://www.quizlet.com

Slate Math

Ten Marks Math - https://www.tenmarks.com

Splash Math

Yummy Math - https://www.yummymath.com

Sum Stacker

* websites that require a subscription fee